COLUMBIA COLLEGE CHICAGO - AMERICAN SIGN LANGUAGE DEPARTMENT

AMERICAN SIGN LANGUAGE III

FALL 2021: SIGN 201-SECTION 01 TIME: 3:30-4:40PM COLUMBIA COLLEGE CHICAGO
MONDAYS: ASYNC, WEDNESDAYS: SYNC CLASSROOM: ZOOM 33 E. IDA B. WELLS., CHICAGO, IL 60605

MATTHEW P. ANDERSEN // Matt OFFICE HOURS: APPOINTMENT ONLY

OFFICE: #508 @ 33 E. CONGRESS EMAIL: [email protected]
DEPT. PHONE #: 312 369-7837 (V) TEXT: 312 622 2540 (EMERGENCY ONLY)

This syllabus is intended to give the student guidance in what may be covered during the semester and will be
followed as closely as possible. However, instructors reserve the right in their discretion to modify, supplement,
and make changes as course needs arise.

COURSE DESCRIPTION: This course includes vocabulary-building and mastery of grammar through rigorous
receptive and expressive language activities. ASL skills development with application to complex grammatical
structures continues. Topics discussed in ASL include the location and description of items in rooms and buildings,
complaints, making suggestions, and making requests. Depicting/Indicating verb grammatical structures will be
introduced. Notes on Deaf culture are also discussed.

COURSE RATIONALE: This course is necessary in order to continue developing cultural knowledge and language
fluency in ASL, which is necessary for ASL/English interpreters and professionals working with the Deaf community.
This course is also vital to the near completion of formal training in basic ASL skills, which is essential to an interpreter
or Deaf Studies major educational training.

PREREQUISITES: A grade of C in ASL II and all previous courses in the department.

REQUIRED - TEXT AND MATERIALS:
1) Handout to be provided by Instructor
2) Access to Internet, Canvas, GoReact, and Webcam/Camera
3) Videographer’s Basics:
a) a plain color backdrop (subtle texture is okay)
b) two lamps with white shades (ring light is okay if you don’t wear glasses).

RECOMMENDED - TEXT, AND MATERIALS:

1) Lentz, E. Mikos, K. & Smith, C. Signing Naturally Level Two Student Workbook and Videotext. Dawn Sign
Press. San Diego (1992)
2) Baker-Shank, C. & Cokley, D. American Sign Language: A Teacher’s Resource Text on Grammar and
Culture (1980)
3) Access to Facebook - Follow;
a) Columbia College Chicago ASL Department
b) ASL Club - Columbia College
c) Community Engagement Mentorship @ Columbia College Chicago

COURSE OBJECTIVES: Students from the BA program in ASL-English Interpretation / Deaf Studies will:
1) Demonstrate fluency in expressive and receptive fingerspelling and numbering in ASL skills.
2) Acquire adequate speed and accuracy in expressive and receptive signing skills
3) Gain an understanding of the semantic role of directional verbs and localization in ASL discourses.
4) Expand sign productions vocabularies beyond the conversational realm of ASL discourse.
5) Demonstrate reasonable expressive mastery of all grammatical features of ASL in all courses.
6) Demonstrate knowledge of specific colloquial signs and ASL idioms/idiomatic expressions.
7) Gain the ability to use variations in multiple-meaning vocabulary.

LEARNING LEARNING ASSESSMENT

OUTCOMES OPPORTUNITIES METHODS

Comprehend and express oneself with Assignments: Voc & Grammar Assignment Rubric
intermediate ASL vocabulary and correct Assignments: Video Project Video Project Rubric
grammar in person and through digital Discussions Quizzes
technologies. In-Class Activities Target of B or better in grades

Narrate and describe events including Assignments: Voc & Grammar Assignment Rubric
relevant and supporting facts in a Assignments: Video Project Video Project Rubric
connected, paragraph length ASL Discussion Quizzes
discourse in person and through digital In-Class Activities Target of B or better in grades
technologies.

Engage, debate, and exchange Assignments: Voc & Grammar Assignment Rubric
information and perspectives on various Assignments: Video Project Video Project Rubric
topics and disciplines in group settings Discussions Quizzes
successfully at an intermediate level. In-Class Activities Target of B or better in grades

Apply expressive skills in narrative and Assignments: Voc & Grammar Assignment Rubric
ASL storytelling: ex. personal experiences Assignments: Video Project Video Project Rubric
and fictional stories. In-Class Activities Quizzes
Target of B or better in grades
COURSE REQUIREMENTS:

1) Participation & Assignments To participate in hands-on activities and to accomplish tasks

- to satisfy individual/instructor/class objectives

2) Weekly Video Assignments & Discussion To acquire and portray your new skill sets.

3) Quizzes (Pt.I: Receptive & Pt.II: Expressive) At the end of each unit, your knowledge and skills will be
evaluated and benchmarked.

4) Final: Video Projects To exhibit your knowledge and ASL production skills you’ve
accomplished in acquiring since ASL I.

5) Deaf Community Engagement To gain first-hand experiences in the Deaf community and be
able to translate/describe your experiences and thoughts
into ASL.

GRADING PROCEDURE: WEIGHTS AND LETTER GRADES

PASS B 84 - 86% FAIL

A 94 - 100% B- 80 - 83% C- 70 - 73%

A- 90 - 93% C+ 77 - 79% D 60 - 69%

B+ 87 - 89% C 74 - 76% F 0 - 59%

PARTICIPATION & ONLINE DISCUSSIONS (20%)
The instructor will give in-class activities and students are encouraged to demonstrate their best works during
these activities. Students will have hands-on experience on the given sentence types, classifiers, subject and
object, interesting facts, and non-manual signals (NMS)a

Students are expected to participate in the weekly discussion in Canvas. This will be grade as participation in
the assignment category. The instructor will provide a word related to multiple meanings or questions,
students will need to create a situation related to the word or question. Students also need to make two or
more comments on other student’s videos.

LAB
Every Friday lab session is a time and place for students to test out their newfound skills acquired in the
previous week(s) There will be opportunities to engage in conversations with your classmates and your lab
specialist. Your performance and language skills development progress will only be assessed informally -
feedback at the moment, and no impact on your course grade. However, your attendance and participation are
expected. If you missed three lab sessions for an unknown reason, your course grade will be dropped one letter
grade.

ACTIVITIES & ASSIGNMENTS (10%)

The instructor will give various activities and assignments throughout the semester. Students are encouraged
to complete them at their best ability. Students will have opportunities to explore, analyze, and reflect on their
ongoing skills development and what they’ve learned in and out of class.

VIDEO ASSIGNMENTS (30%)

The instructor will provide assignments and students are expected to complete them at their best ability.
Students will have a hands-on experience on the given sentence types, classifiers, subject and object,
interesting facts, and non-manual signals (NMS) For each week, students will present narrative/dialogues in
ASL. Students should apply storytelling and conversation techniques practiced in class.

QUIZZES (10%)
Students will take a quiz online at the end of the week as scheduled in the syllabus. If students didn’t complete
the quiz prior to the due date stated in the quiz, a zero grade should be expected. The quiz will be based on the
lecture (in-class and videos)

FINAL: VIDEO PROJECT (20%)

Sometime in the middle of the semester, students will begin to work on their final video project. Students will
be producing a storytelling video based on a children’s visual book of their choice. During the fifteenth week,
students will present their final product

DEAF COMMUNITY ENGAGEMENTS (10%)

The Deaf community thrives on social interaction; it’s the means of language transmission, folklore, and
socialization. As an ASL student at Columbia College Chicago, you are required to attend 4 ASL/Deaf events
this quarter with a total of 8 hours.

TUTOR
Our ASL Center provides tutor services for all students to work on their skills development, and to receive
support from our language modeling tutors.
COURSE ASSIGNMENT AT A GLANCE:
Week # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Assignments

Video Assignments

Video Projects

Quizzes

Final Video Project

COURSE SCHEDULE - TENTATIVE:

DATE COURSE TOPICS ASSIGNMENTS

WEEK 1 Introduction & Syllabus Read the Syllabus

Review ASL I-II Review: Instruction for Video Project #1
Lesson 13 Review: Instructions for Video Project #2
Descriptive & Locative Classifiers Complete Lesson 13 Assignments
Discuss: Video Project #1: One Fine Day Due: Week 2
Discuss: Video Project #2: Five Fables (ASL II)

WEEK 2 Lesson 13 Prep: Video Project #1: One Fine Day

Descriptive, Locative, Plural & Instrumental Complete Lesson 13 Assignments
Point of View - First Person & Bird’s View Due: Week 3
Review: Video Project #1: One Fine Day
ADD COURSE - Deadline: September 13th

WEEK 3 Lesson 13 Complete Lesson 13 Assignments

Narrative Structures and Transitions Complete Lesson 13 Online Quiz: Receptive
Review Lesson 13 Complete Lesson 13 Online Quiz: Expressive
Lesson 13 Quiz Complete: Video Project #1
DROP COURSE - Deadline: September 20th Due: Week 4

WEEK 4 Lesson 14 Complete Lesson 14 Assignments

Body, Body Part, Instrumental, Elemental Read Temporal Aspect (Green Book)
Temporal Aspects Complete Temporal Aspect Assignment
Inflection Mouthing Morphemes Complete Five Fables Translation
Discuss: Video Project #2: Five Fables (ASL II) Review: Instructions for Video Project #2
Due: Week 5

WEEK 5 Lesson 14 Complete Lesson 14 Assignments

Spatial Verbs Complete Inflection Mouthing Morphemes
Constructed Action Complete Gesture Assignment
Gesture & Instrumental Classifiers Complete Constructed Action Assignment
Inflection Mouthing Morphemes Prep: Video Project #2
Due: Week 6

WEEK 6 Lesson 14 Complete Lesson 14 Assignments

Discourse Markers Complete Lesson 14 Online Quiz: Receptive
Prosody Complete Lesson 14 Online Quiz: Expressive
Review Lesson 14 Complete: Video Project #2
Lesson 14 Quiz Due: Week 7
WEEK 7 Lesson 15 Complete Lesson 15 Assignments
When Clause & Transitions Complete When Clause Assignment
Numbers: Dates & Years Complete Country Signs Assignment
World Country Signs Read Sentence Types (Green Book)
Review Sentence Types: Topic/Comment Review: Instructions for Video Project #3
Review Sentence Types: WH-Questions Due: Week 8
Discuss: Video Project #3: Immigrant’s Story

WEEK 8 Lesson 15 Complete Lesson 15 Assignments

Descriptive & Locative Complete Descriptive & Locative Assignment
Narrative Structure Complete RH-Questions Assignment
Review Sentence Types: Y/N Questions Prep: Video Project #3
Review Sentence Types: RH-Questions Due: Week 9
Review Sentence Types: Negations
Review Sentence Types: Affirmations

WEEK 9 Lesson 15 Complete Lesson 15 Assignments

Narrative Structure Complete Lesson 15 Online Quiz: Receptive
Review Sentence Types: Conditional Complete Lesson 15 Online Quiz: Expressive
Review Sentence Types: When Clause Complete: Video Project #3
Lesson 15 Quiz Due: Week 10
WITHDRAW - Deadline: November 5th

WEEK 10 Lesson 16 Complete Lesson 16 Assignments

Descriptive & Instrumental Complete Classifier Assignments
Classifier Rules and Sequences Review: Instructions for Video Project #4
Discuss: Video Project #4: Classifier That! Reserve or buy a children book on social justice
Discuss: Final Video Project: Social Justice Due: Week 11

WEEK 11 Lesson 16 Complete Lesson 16 Assignments

Giving Instructions Complete Giving Instructions - Recipes Assignment
Body & Instrumental Prep: Video Project #4
Defining the Unknown Work on your Final Video Project
Due: Week 12

WEEK 12 Lesson 16 Complete Lesson 16 Assignments

Review Cities, States and Country Signs Complete Cities, State, and Country Assignment
Semantic & Plural Complete Lesson 16 Online Quiz: Receptive
Discuss Final Video Project: Social Justice Complete Lesson 16 Online Quiz: Expressive
Lesson 16 Quiz Complete: Video Project #4
FALL BREAK - November 24th - 28th Work on your Final Video Project
Due: Week 13

WEEK 13 Lesson 17 Complete Lesson 17 Assignments

Conversation Strategies Complete Sentence Type Quiz
Listener’s NMS Work on your Final Video Project
Due: Week 14

WEEK 14 Lesson 17 Complete Lesson 17 Assignments

Discuss: Final Video Project: Social Justice Prep: Final Video Project: Social Justice

WEEK 15 Lesson 17 Complete Lesson 17 Assignments

Review Lesson 17 Complete Lesson 17 Online Quiz: Receptive
SEMESTER ENDS - December 18th Complete Lesson 17 Online Quiz: Expressive
Complete: Final Video Project
Course Policies

Netiquette Guidelines
Netiquette is a set of rules for behaving properly online. Your instructor and fellow students wish to foster a safe online learning
environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the
tolerant spirit of academic discourse. You are encouraged to comment, question, or critique an idea but you are not to attack an
individual. Working as a community of learners, we can build a polite and respectful course community.

The following netiquette tips will enhance the learning experience for everyone in the course:
● Do not dominate any discussion.
● Give other students the opportunity to join in the discussion.
● Do not use offensive language. Present ideas appropriately.
● Be cautious in using Internet language. For example, do not capitalize all letters since this suggests shouting.
● Popular emoticons can be helpful to convey your tone but do not overdo or overuse them.
● Avoid using vernacular and/or slang language. This could possibly lead to misinterpretation.
● Never make fun of someone’s ability to read or write.
● Share tips with other students.
● Keep an “open-mind” and be willing to express even your minority opinion. Minority opinions have to be respected.
● Think and edit before you push the “Send” button.
● Do not hesitate to ask for feedback.
● Using humor is acceptable

Build Rapport
If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor
know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional.
Make sure that you are proactive in informing your instructor when difficulties arise during the semester so that we can help you find
a solution.

Participation
The nature of this course makes participation MANDATORY. Students are expected to participate in all online activities as listed
on the course calendar and modules. Course participation and respect for all individuals, their choices, and opinions are expected
and paramount to the success of this course.

Accessibility
It is crucial to collaborate our efforts into ensuring the course is accessible to everyone in the course. Your professor will work with
his interpreters to have all of the video voiced over and captioned. For you, you are expected to add captions to all of your videos as
well. Your professor, who is Deaf, will likely be unable to assess or grade your work if it’s not captioned.

Complete Assignments
All assignments for this course will be submitted electronically through Canvas unless otherwise instructed. Assignment must be
submitted by the given deadline or special permission must be requested from the professor before the due date. Extensions will not
be given beyond the next assignment except under extreme circumstances.

All discussion assignments must be completed by the assignment due date and time: create a post before Friday midnight and leave
at least two comments before Sunday midnight. Late or missing discussion will affect the student’s grade.

Late Work Policy

Any LATE-LATE SUBMISSION (after the cut-off date) will not be accepted and a zero grade will be given. The only time a late
assignment/project will be accepted is if you have a medical reason and other extreme circumstances. It is your responsibility to
notify the instructor immediately so arrangements can be made.

NO MAKEUP QUIZZES or EXAM will be given. Please communicate with your instructor in advance to make an arrangement for you
to take the quiz or exam.

Viewing Grades in Canvas

Points you receive for graded activities will be posted to the Canvas Grade Book. Click on the Grades link to view your points.
Your professor will update the online grades as often as possible - typically within 5-7 days following the completion of an activity. If
any reason you’re concerned about your grade, please do contact your professor to see if they’re able to provide you with your grade.

Professional Relationship
If you have any problems with the professor or with other student(s) in the course, please talk to the professor directly as the first
step to solve the problem.
American Sign Language Department Policy

Language Policy - AKA “SIGN ONLY”

In order to promote equal access to communication and an environment of respect for all of our faculty, staff, and students and to
enhance second language development for our students, the ASL-English Interpretation Department has adopted the following
language policy:

American Sign Language is to be used when conversing in all common areas of the Department. This includes the Lab, the office
suite, and the hallways of the 4th floor of 33 East Congress. Please help to enforce this policy among friends and colleagues in our
department in a collegial manner.

“C” Grade Policy

Students taking courses in the ASL Department MUST successfully complete each course with a grade of ‘C‘ or above in order to
enroll in subsequent courses in the major. This policy applies to all core courses in the Department and to all students enrolled in
courses within the Department. This policy has been established to ensure that students are adequately prepared to begin each new
course within the major.

Note: Some financial aid limits may apply to repeated courses. The academic forgiveness policy does not apply to repeated courses.
(Refer to the College Catalog for information about this topic.)

RID Code of Professional Conduct

As students of ASL, Deaf Studies, and ASL-English Interpretation, you are required to be familiar with the RID Code of Professional
Conduct and follow them with relation to this class. Confidentiality is particularly important here, especially if your goal is to become
an interpreter. Start practicing it now. Information of a personal nature that is discussed in class must remain within the confines of
the classroom. If you are in doubt about the propriety of sharing information, please ask.

Liberal Arts and Sciences (LAS) Core Curriculum Objectives

This course bears Liberal Arts and Sciences (LAS) credit for Humanities (HU). By taking this course you will complete three (3) of the
required “Culture, Values, and Ethics” credits needed to graduate from Columbia College. In addition, the course will assist you in
achieving the following LAS Core Objectives:
● Read for both comprehension and pleasure
● Write as both a communicative and an expressive practice
● Reflect on and appreciate human endeavor across cultures and eras
● Consider and examine, historically and comparatively, human behavior, ethical issues, and social institutions

Add/Drop and Withdraw Dates

Please see the Registrar website for a complete listing of add, drop, and withdrawal deadlines particular to the session in which your
course is taught: http://www.colum.edu/Administrative_offices/Records/Registration
Columbia College Chicago - Policy & Statement

Academic Integrity
Students at Columbia College Chicago enjoy significant freedom of artistic expression and are encouraged to stretch their scholarly
and artistic boundaries. However, the College prohibits all forms of academic dishonesty. For present purposes, “academic
dishonesty” is understood as the appropriation and representation of another’s work as one’s own, whether such appropriation
includes all or part of the other’s work or whether it comprises all or part of what is represented as one’s own work (plagiarism).
Appropriate citation avoids this form of dishonesty. In addition, “academic dishonesty” includes cheating in any form, the
falsification of academic documents or the falsification of works or references for the use in class or other academic circumstances.
When such dishonesty is discovered, the consequences to the student can be severe.

Mandatory Attendance Policy Statement

Students are required to attend class regularly. Failure to attend class in the first two weeks of the term will negatively impact
financial aid. If your professor reports that you failed to attend and participate in class during the add/drop period, a grade of NS
(no-show) will be entered on your record for the course. Please note, you will still be charged tuition and fees for any course for which
you receive a NS grade. For more information on non-attendance please visit the Student Financial Services website.

Academic Progress Report Statement

During week 6 of fall and spring terms, Columbia College Chicago measures the academic progress of all undergraduate students.
The academic progress report is meant to provide a sense of your performance at this point in time. For each course in which you
are enrolled, your professor will assign you one of the following academic progress reports:
● Exceeds basic expectations: Demonstrating performance at a very high level in the course, typically shown as consistent
attendance, earning high grades on assignments and displaying a deep engagement with course content.
● Meets basic expectations: Demonstrating behavior proven to produce success in college, such as consistent attendance,
class participation, and on-time completion of assignments.
● Does not meet basic expectations: Demonstrating behaviors known to put students at risk for failure, such as excessive
absences, lack of class participation, and missed or incomplete assignments.
While the academic progress report is not a final grade and will not affect your grade point average, it is a valuable indicator of your
performance in the course to date. Columbia College Chicago is committed to your success, and this process is important to
understand your progress towards that success. If you are not meeting basic expectations, you will receive this progress report via
email and you are strongly encouraged to discuss course expectations with your professor(s).
Columbia College Chicago - Resource & Service

Students with Disability Statement

Columbia College Chicago seeks to maintain a supportive academic environment for students with disabilities. Students seeking
accommodations for a disability must register with the Services for Students with Disabilities (SSD) office. Once registered, a
Columbia College Chicago accommodation letter will be provided to the student each semester. Students are encouraged to present
their current accommodation letters to each professor at the beginning of the semester so that accommodations can be arranged in
a timely manner by the College, the department, or the faculty member, as appropriate. Accommodations begin at the time the letter
is presented. Students with disabilities who do not have accommodation letters should visit the SSD office, Room 311 of the 623 S.
Wabash building, call 312-369-8296, email [email protected] or visit colum.edu/ssd.

Counselling Services Statement

731 S. Plymouth Court, suite 112
312.369.8700
[email protected]
Services are designed to help students increase self-awareness and address mental health concerns with the goal of empowering
students to manage challenging areas in their lives. All counseling services staff follow professional standards of confidentiality.
Information discussed within a counseling relationship is not disclosed without written permission of the individual. Counseling
Services are provided free of charge. The most utilized services include individual sessions, group sessions, and linkage to
community services. A Columbia College student in a relationship with another Columbia College student, can also receive a couple
sessions. All currently enrolled students are eligible to receive 12 individual sessions per academic year. Group sessions are
unlimited.

College Advising Statement

623 S. Wabash, Suite 300
312-369-7645
[email protected]
The College Advising Center assists undergraduate students with all transitional issues as they navigate their entire college
experience. Academic Advisors in the College Advising Center guide students in creating and implementing an educational and
professional plan as they progress from orientation toward graduation. As students take responsibility for their academic and career
goals, they should meet with their academic advisor on a regular basis. Students at Columbia are expected to meet with their
academic advisor at least once a semester during their first year, and once an academic year until graduation. Students can make an
appointment through Oasis (using the “Make Appointments” tab) or by contacting the College Advising Center.

The Learning Studio Statement

33 E. Congress, first floor
312.369.8130
www.colum.edu/learningstudio
The Learning Studio is an excellent resource for academic progress and success for all students at any level. The Learning Studio
provides tutoring in several disciplines including science, mathematics, accounting, foreign languages, and writing. Supplemental
instruction is also provided for some specific courses. Students are encouraged to visit the Learning Studio for additional academic
support and assistance. Students can make an appointment through Oasis (using the “Make Appointments” tab) or by calling the
Learning Studio.

Library Statement
624 S. Michigan
library.colum.edu
The Library serves students with resources and support for research, study, collaboration, fun, and information in all formats—books,
ebooks, articles, primary sources, images, film, music, space, programs, technology, and equipment. Our specialized materials and
services focus on what students need and want—textbook reserves, study rooms, collaborative technology, maker lab, 3D printer,
light boxes, scanners, equipment checkout (cameras, camcorders, projectors) and research assistance by chat, text, email, phone, or
in-person.